Thiết kế hoạt động dạy học vi mô trong lớp học song ngữ theo mô hình CLIL

Tóm tắt

In the context of educational innovation and the growing demand for developing foreign language competence as a tool for learning, bilingual education based on the Content and Language Integrated Learning (CLIL) model has attracted increasing attention. However, requiring learners to simultaneously process academic content and use a foreign language may increase information-processing demands and affect learning effectiveness. On this basis, the present study aims to propose an approach to designing microteaching activities in bilingual classrooms. The study employed document analysis and synthesis combined with an instructional design approach to develop a pedagogical model and activity design process. The findings propose a design framework that organizes learning into short, clearly structured, and highly interactive learning units, thereby supporting learners in approaching academic content and using a foreign language step by step, enhancing learner engagement, and creating conditions for the simultaneous development of subject knowledge and language competence. The proposed design process was illustrated through the topic “The Water Cycle in Nature” (Grade 6 Natural Science), helping to clarify the potential application of the model in designing bilingual learning activities. The study contributes to strengthening the theoretical foundation for CLIL implementation while suggesting an instructional design approach that is appropriate for contemporary educational contexts.